Author: Micki Marilyn Puksa
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This thesis examined online teaching in the Ontario college sector in prelicensure collaborative baccalaureate nursing programs with the purpose of exploring and understanding best practice implementation and the nature and appropriateness of curriculum content for online delivery in nursing programs, as perceived by the faculty who have taught or are teaching courses online. The overarching question for this study was: What are the perceptions of participating faculty regarding the nature, challenges and strengths of teaching online course content in prelicensure collaborative baccalaureate nursing programs, and what are the implications for online course delivery? I used an exploratory-descriptive design and constructivist lens and pragmatic worldview with a mixed-methods data collection methodology to answer the research questions. The theoretical framework was rooted in constructivism as a teaching approach. My study included a representative sample of 13 English language Colleges in Ontario that offer prelicensure collaborative baccalaureate nursing programs. Participants were full-time and part-time nursing faculty and program coordinators in these programs. Data were collected through document analysis, an online questionnaire survey completed by 32 faculty (53.3%), and interviews with 16 nursing faculty. Based on the findings, I concluded that online education is useful in these nursing programs when the content and the semesters/years are appropriate, and necessary supports are in place. Content containing complex cognitive concepts was perceived as better suited to face-to-face settings, as was experiential learning such as relational practice and psychomotor skill mastery. A hybrid delivery format was the most preferred teaching environment. Faculty experienced challenges with developing higher level online discussions and having students collaborate. Faculty perceived that online teaching took much more time and there was a need for acknowledgement by leadership of this time in workload assignments. Though the colleges in this study are representative of the Ontario CAATs, the findings are not broadly generalizable. However, they will be of interest to other academic programs that wish to assess their own use of online learning, particularly in people and practice-based professional programs that prepare practitioners who work with vulnerable populations.
Author: Yvonne M. Smith
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 253
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Book Description
The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.
Author: Wendy Lee Pickett
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 276
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Author: Rosemary Macy
Publisher:
ISBN: 9780542898037
Category : Distance education
Languages : en
Pages : 346
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Book Description
The transition of university faculty from teaching face-to-face to teaching online nursing courses was the focus for this study. The study was based on the qualitative tradition of collective case studies. Selected nursing faculty from three different nursing programs at different colleges in the southern region in a northwestern state were asked to participate in an in-depth interview process to determine their experiences with transitioning from teaching face-to-face nursing courses to teaching online courses. The significance of this study is timely in that a large portion of nursing schools are transitioning from teaching nursing courses face-to-face to teaching online. The data analysis and interpretation of the data was determined from the in-depth interviews conducted for this research. The five overarching categories which emerged from this researcher's study were (a) time management, (b) faculty support, (c) emotional aspects, (d) professional development and (e) differences in course delivery. This data revealed the distinctive aspects the faculty experienced as they transitioned from teaching live to teaching online nursing courses. The faculty throughout the study identified a need to have additional faculty development, mentoring, and recognition from administrators for teaching their online courses. This study was exploratory and provided a foundation for future research aimed towards the development of faculty new to teaching online nursing courses and determine ways to implement a sound faculty development process to enhance a smooth transition for their nursing faculty who will be teaching online nursing courses.
Author: Joan C. Pawlikewich
Publisher:
ISBN:
Category :
Languages : en
Pages : 472
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Author: Tracy Ann Kent
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 212
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With the growing market for online courses in California and the United States, institutions must better understand how the faculty-student dynamic, defined as the interactions between faculty and students in the online environment, impacts student engagement and success. The purpose of this study was an in-depth exploration of faculty assumptions, perspectives, and lived experiences related to online courses in order to aid institutions and faculty in identifying effective practices for teaching in the online environment. The study drew upon theories of online course design, technology-mediated communication, and faculty presence to answer three questions: How do instructors of online courses perceive their interactions with students? What instructional practices do these faculty members believe have a positive impact on student success in their courses? Why do faculty members believe the identified instructional practices have positive impact on student success? This study employed a phenomenological qualitative methodology entailing open-ended, face-to-face interviews of six professors from diverse subject areas at California State University, Sacramento, a four-year public institution of higher education. The study's findings related to a) the efficiency of the online modality, b) the effects of class size, c) methods for maximizing student motivation, engagement, and interaction, d) the tracking of outcomes, e) computer literacy (of both students and faculty), and f) the policing of student contributions and cheating. The study resulted in three main conclusions. First, faculty-student interaction was seen as essential to student success and engagement but difficult and time-consuming to promote, especially if traditional teaching methods are employed. Second, greater faculty use of interactive tools and practices was related to their attitudes toward and familiarity with technology and associated with more favorable assessment in terms of impact on student engagement. Third, impact on student engagement and success was believed to be related to the applicability of both instructional practices and course discipline to the online environment. Broader cultural and economic factors shaping student motivation, student computer access and literacy, and cheating were also identified as factors impacting student success. Recommendations are made for policy change, reform of institutional practices, and future research.
Author: Carol A. O'Neil
Publisher: Springer Publishing Company
ISBN: 0826125476
Category : Education
Languages : en
Pages : 183
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Book Description
This book takes educators through the necessary steps to transform a traditional course into an online or partially online course -- which may be part of a traditional nursing education program, a continuing education course, or a certification program. The authors address questions such as: How can learning theories be applied online? What does class participation mean online? What are options for clinical lab experiences? What sort of technical support will I need? Readers will fin
Author: Joan C. Pawlikewich
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Ayshah Abdullah Alahmari
Publisher:
ISBN: 9781392262870
Category :
Languages : en
Pages : 235
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Book Description
The appropriate implementation of collaborative technology tools in online courses leads to a culture of social learning where technology empowers students to take central roles in their learning. Yet, critical questions still exist about how faculty design, develop, implement collaborative eLearning activities using technology tools that support collaboration and student engagement in online courses, and what perspectives students have toward their experiences while participating in these activities. The purpose of the study is to explore the experiences of faculty members implementing collaborative technology tools in online courses to support collaboration and student engagement, in addition, to obtain the perspectives of students toward their experiences while participating in these activities. The study attempts to better understand the potential and use of technology for enhancing collaboration and student engagement in online settings and the factors that influence the selection of collaborative technology tools for incorporating collaborative eLearning activities in online courses. An explanatory sequential mixed methods approach was utilized to collect data from a total of 210 faculty and student participants who met the participation criteria and volunteered to participate in the study at a large Midwestern state university. Out of the 210 participants, 29 faculty members and 181 students were surveyed, and after a review of the results, follow-up interviews were conducted with four faculty members and two students. The findings of this study confirmed that collaborative technology tools have the potential to create a virtual collaborative environment that enables instructors to establish a learning community within online courses where students can synchronously or asynchronously work together toward a common task, in which each student adds to an emerging pool of knowledge of the group. This study provides evidence that the use of collaborative technology tools positively affects students' experiences with collaborative eLearning activities in online learning. The instructor's ability to successfully select and implement collaborative technology tools that effectively support collaborative eLearning and student engagement in online courses is a primary concern. This concern raises the demand for online instructors who are well-prepared and fully-supported to integrate collaborative technology tools into online settings and design eLearning activities that engage students and foster interaction and collaboration. Possible implications of the study and practical recommendations drawn from the findings of the study for professional and meaningful practice are discussed.
Author: Rhea Renee Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 458
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Book Description
In this case study, teaching and learning practices in a technology-mediated distance education course were examined. These interactions were examined at the classroom level by using a descriptive tool, activity theory. This framework was used to describe the complex pedagogical, social, and technological issues that affected human activity in this experimental distance education course. Along with describing this setting, activity theory was used to identify emerging contradictions among interacting activity systems. These systems included the interactions among faculty and students. Faculty members in the study encountered challenges to their pedagogy as they attempted to form a collaborative community between the two sites. Technology initially influenced their pedagogical choices as frequent technical glitches encouraged faculty to choose familiar pedagogy such as lectures. Students in this course focused on the technology the first two weeks rather than upon teaching and learning. Over time, technology became an invisible mediator as faculty and students increased their interactions and formed a collaborative community of learners. Technology made this new graduate course and new course structure possible. Activity theory was a useful tool for describing and analyzing this complex environment. Results from this study provide useful insights into both the faculty and student experiences in this innovative environment. The change from this experience goes beyond efficiency of existing practices to creating evolutionary new practice in teacher education.
